Foolchand Dhunraj, Maritz Jeanette E
Department of Health Studies, Faculty of Human Sciences, University of South Africa, Pretoria, South Africa.
Health SA. 2020 Aug 6;25:1434. doi: 10.4102/hsag.v25i0.1434. eCollection 2020.
One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure their fitness to practise in these environments. Clinical mentoring has shown promise in providing clinical learning support for student nurses. Most approaches are, however, biased towards higher-income settings without giving due consideration to the resources, culture and structures of health systems in resource-limited settings. It is also unclear how qualified nurses who act as nurse teachers experience the clinical mentoring of student nurses in resource-limited settings.
This study aimed to explore and describe the experiences of qualified nurses regarding the clinical mentoring of nursing students in resource-limited settings.
The study took place in Mauritius, a developing country.
A qualitative, exploratory, descriptive approach was used with a purposive sample of eight nurses. Data were collected through face-to-face interviews and thematically analysed.
The findings indicated that mentoring was not practised, but rather general support, supervision or coaching. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the nursing school concludes the picture.
Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment and a clear mentoring approach.
21世纪护理教育面临的主要挑战之一是让护生做好准备，以便在复杂的医疗环境中服务，并确保他们有能力在这些环境中执业。临床指导已被证明有望为护生提供临床学习支持。然而，大多数方法偏向于高收入环境，而没有充分考虑资源有限环境中卫生系统的资源、文化和结构。目前也不清楚在资源有限的环境中担任护士教师的合格护士如何体验对护生的临床指导。
本研究旨在探讨和描述在资源有限的环境中，合格护士对护生进行临床指导的经历。
该研究在发展中国家毛里求斯进行。
采用定性、探索性、描述性研究方法，对8名护士进行了目的抽样。通过面对面访谈收集数据，并进行主题分析。
研究结果表明，实际开展的并非指导，而是一般的支持、监督或辅导。这使得其实际效果未能达到最初目的。可能的原因包括缺乏政策指令。此外，指导实践是非正式的，角色期望不明确。物质和个人资源匮乏进一步加剧了这些挑战。管理层缺乏支持和参与，以及护理学校对临床指导缺乏监督，导致了这种局面。
有效的临床指导需要从更广泛的角度理解指导过程。指导者应具备核心能力。成功的指导结果取决于有利的临床学习环境和明确的指导方法。
